w
w
ap
eP
m
e
tr
.X
w
CAMBRIDGE INTERNATIONAL EXAMINATIONS
om
.c
s
er
Cambridge International Advanced Level
MARK SCHEME for the October/November 2014 series
9699 SOCIOLOGY
9699/32
Paper 32 (Essay), maximum raw mark 75
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
® IGCSE is the registered trademark of Cambridge International Examinations.
Page 2
Mark Scheme
Cambridge International A Level – October/November 2014
Syllabus
9699
Paper
32
Section A: Education
1
(a) Explain why sociologists question the importance of intelligence in explaining
educational achievement.
[9]
0–4
A few simple assertions about the importance of intelligence, as an influence on
educational achievement would be worth 1 or 2 marks. A simple account of one
reason why sociologists question the importance of intelligence in explaining the
educational achievement of pupils, would fit the higher part of the band. Reasons
why sociologists question the importance of intelligence in explaining the
educational achievement of pupils include: difficulty of defining and measuring
intelligence; socially ascribed nature of intelligence tests and the social influences
on what is defined and accredited as knowledge and intelligence; the impact of
social inequality on educational achievement arguably far outweighs any impact of
innate intelligence; conflict theorists argue that schools are more geared to
promoting social order than to encouraging the expression of intelligence.
5–9
Lower in the band, answers will provide a basic account of two or more reasons why
sociologists question the importance of intelligence in explaining educational
achievement. A basic account may lack detail and leave key points underdeveloped.
For example, there may be no reference to supporting evidence or studies, or only
limited use will be made of links to relevant concepts and theories. Better answers
will demonstrate a surer handling of the relevant material and use it to provide well
developed explanations for why sociologists question the importance of intelligence
as an influence on educational achievement.
(b) Assess the view that the main role of the education system is to maintain social
order.
[16]
0–6
A few simple points about social order, with no specific links to education, would fit
the lower part of the band. A few assertions about the role of education, with little or
no linkage to social order, would merit a mark in the top half of the band.
7–11
A list-like account of the different roles or functions that have been ascribed to the
education system, with no further development, would be worth 7 or 8 marks. A
basic account of the role of education in promoting social order, would justify a mark
in the higher part of the band. A basic account may be distinguished by reliance on
just one theory of education, perhaps the functionalist or the Marxist theory.
Although the points offered will be accurate, they may lack detail, such as lacking
references to appropriate evidence, concepts, studies and thinkers. There may be
little or no explicit assessment at this level.
12–16
Answers at this level will demonstrate a good understanding of the possible links
between education and the maintenance of social order. There will also be an
assessment of the view on which the question is based. Lower in the band, the
assessment may be confined to a few points evaluating the contribution that
education makes to achieving social equality. The persistence of different forms of
inequality within education may be documented as a counter to the idea that the
system is committed to achieving equality in opportunity and/or outcome. Better
answers will go beyond this type of response to question in a broader context what
purposes or role is served by the education system. For example, different
© Cambridge International Examinations 2014
Page 3
Mark Scheme
Cambridge International A Level – October/November 2014
Syllabus
9699
Paper
32
sociological perspectives might be cited in order to discuss the relative importance
of the different roles or functions that have been ascribed to education (economic,
social, cultural and libertarian functions, for example). High-quality answers may
also distinguish between different forms of educational provision and the relevance
of those distinctions for addressing the issues raised by the question.
2
(a) Explain why the educational opportunities that a child has may be influenced by their
parents' income.
[9]
0–4
A few assertions about influences on educational opportunities, with no direct links
to parental income, would be worth 1 or 2 marks. A simple account of how parental
income may influence educational opportunities, perhaps stating points in a list-like
fashion, would fit the higher part of the band.
5–9
Lower in the band, answers will provide a basic account of how parental income
may affect the educational opportunities that a child has. A basic account would
cover two or three ways in which parental income is an influence, without going into
significant detail or showing sophistication in the analysis applied. Better answers
will demonstrate a surer handling of the relevant material and perhaps cover a wider
range of ways in which parental income may be an influence on educational
opportunities. Ways in which parental income may influence educational
opportunities include: choice of school, directly through ability to fund private
education or indirectly through access to the catchment areas for better schools;
payment for extra tuition; funding of school trips; purchase of educational toys and
books; better facilities in the home for completing homework. Also, high income has
links with status networks through which privileged parents may obtain advantages
for their children in the education system.
(b) Assess the view that peer group influences are the main factor explaining what
children achieve at school.
[16]
0–6
A few assertions about the factors influencing educational achievement, with no
direct links to peer groups, would fit the lower part of the band. A simple explanation
of how educational achievement may be influenced by peer groups, would merit a
mark in the top half of the band.
7–11
A brief summary of some factors that may influence educational achievement, which
includes some limited reference to the influence of peer groups, would be worth up
to 9 marks. A sound account of the role of peer groups in influencing educational
achievement, with no further development, would justify a mark in the higher part of
the band.
12–16
Answers at this level will demonstrate a good understanding of the possible links
between peer groups and educational achievement. This might include references
to relevant theorists, such as Hargreaves and Woods. Distinctions might also be
drawn between different types of peer group/pupil subculture. At this level, there will
also be an assessment of the view on which the question is based. Lower in the
band, the assessment may be confined to a few points evaluating the influence of
peer group on educational achievement. Better answers will go beyond this type of
response to question in a broader context whether peer groups influence is the main
factor determining educational achievement. For example, different sociological
perspectives might be cited in order to discuss the relative importance of the
different factors that supposedly influence educational achievement.
© Cambridge International Examinations 2014
Page 4
Mark Scheme
Cambridge International A Level – October/November 2014
Syllabus
9699
Paper
32
Section B: Global Development
3
(a) Explain why high levels of government debt may be a problem for low-income
countries.
[9]
0–4
A few basic observations about the nature of government debt, with no direct links to
the question set, would fit the lower part of the band. A simple account of one or two
ways in which high levels of government debt may be a problem for low-income
countries, would trigger the top half of the band. A simple account of this kind would
likely be based on general knowledge, rather than specific sociological evidence and
analysis.
5–9
Lower in the band, answers will demonstrate a sound understanding of the
relationships between government debt and development. However, the
explanations offered may lack detail or the range of points considered will be fairly
narrow. Answers that merit the top half of the band will show a more detailed
understanding of why high levels of government debt may be a problem for lowincome countries. Reasons why high levels of government debt may be a problem
for low-income countries include: can increase dependence on overseas
investment; economy becomes more geared to export based activities rather than
sustainable internal development; negative impact on exchange rate and interest
rates; the government may have less autonomy in its decision making; increases the
dependence on developed countries for aid and support.
(b) ‘Choosing the right government policies is the key to achieving economic growth.’
Assess this view.
[16]
0–6
A few simple observations about economic growth, with no direct links to the
question set, would fit the lower part of the band. Some simple observations about
development, with little sociological underpinning or focus on government policy,
would merit a mark in the top half of the band.
7–11
A basic account of some factors influencing economic growth, with little or no
reference to government policies, would trigger the lower part of the band. A better
answer would include some coverage of the potential for government policies to
assist the development process. There may be little or no explicit attempt at
assessment at this level.
12–16
A good account of how government policies may impact on opportunities for
economic growth, would fit the lower part of the band if it also includes some limited
assessment. To go higher, the assessment must be more explicit and well-reasoned
arguments offered to support conclusions about the extent to which economic
growth can be generated through selecting the right government policies. The
assessment is likely to be based on awareness that some theorists question the
extent to which government policy alone can bring about development. To what
extent low-income countries have the autonomy to implement effective policies for
economic growth will be a focus for discussion in high-quality answers. Different
theories of development might also be used to develop the analysis. Note that
candidates who discuss supranational government interventions (for example, the
EU) should be rewarded.
© Cambridge International Examinations 2014
Page 5
4
Mark Scheme
Cambridge International A Level – October/November 2014
Syllabus
9699
(a) Explain the difficulties in distributing aid effectively in low-income countries.
Paper
32
[9]
0–4
A few assertions about the nature of aid, or the effectiveness of aid, with little or no
direct focus on the question, would trigger the lower part of the band. A better
answer at this level might offer a simple explanation of one or two difficulties in
distributing aid effectively in low-income countries.
5–9
Lower in the band, there will be a basic account of a few difficulties in distributing aid
effectively in low-income countries. Answers may be somewhat list-like or else
narrow in the range of difficulties covered. To go higher, the answer must provide
greater detail about the difficulties in distributing aid effectively in low-income
countries. These difficulties include: logistical problems; government corruption;
cultural and political sensitivities; impact of war and ethnic conflicts in some regions;
bureaucratic obstacles; lack of effective local knowledge.
(b) ‘The power of transnational corporations must be reduced if global inequality is to be
overcome’. Assess this view.
[16]
0–6
A few simple observations about the nature of transnational corporations, with no
direct links to the question set, would fit the lower part of the band. Some simple
observations about the impact of transnational corporations on global inequality,
with little sociological underpinning, would merit a mark in the top half of the band.
7–11
A basic account of the impact of transnational corporations on global inequality,
perhaps one-sided or lacking detail, would trigger the lower part of the band. A
better answer would show greater recognition of the complexity of the relationships
between transnational corporations and issues of global development. However,
there may be little or no explicit attempt at assessment at this level.
12–16
A good account of the impact of transnational corporations on global inequality, with
assessment demonstrated through the juxtaposition of different interpretations and
theories of development, would fit the lower part of the band. To go higher, the
assessment must be more explicit and well-reasoned arguments offered to support
conclusions about the overall impact of transnational corporations on global
inequality. Reward candidates who also demonstrate sophisticated understanding
by recognising, for example, the differences between transnational corporations or
by discussing different concepts of global inequality/development in a way that is
relevant to the question. High-quality answers may also be distinguished by use of
relevant links to theoretical perspectives, such as the Marxist and functionalist
viewpoints. Another way of showing sophistication in the analysis would be by
recognising changes over time in the nature of transnational corporations and their
impact on global inequality.
© Cambridge International Examinations 2014
Page 6
Mark Scheme
Cambridge International A Level – October/November 2014
Syllabus
9699
Paper
32
Section C: Media
5
(a) Explain ways in which youth sub-cultures are represented by the media.
[9]
0–4
A few observations about youth sub-cultures, which are of broadly sociological
relevance without directly linking to the role of the media, would be worth 1 or 2
marks. Likewise, a few remarks about how the media may influence young people
would be worth up to two marks. A basic account of one way in which youth subcultures are represented by the media, would merit the top half of the band.
Likewise, a simple list of several ways in which sub-cultures are represented by the
media, would gain 3 or 4 marks.
5–9
A basic account of two or three ways in which the media represent youth subcultures, would trigger the lower part of the band. Better answers would go into
greater depth about the examples covered and/or include references to a broader
range of examples of media representation of youth. Answers that include
appropriate links to relevant studies and/or theories, are likely to trigger the higher
part of the band. The work of sociologists, such as Pearson and Estrada, may be
summarised in good answers to this question.
(b) Assess the view that audiences have the greatest influence on the content of the
media.
[16]
0–6
A few assertions about the role or influence of audience, with little sociological
bearing, would fit the lower half of the band. An answer that is confined to
discussing the role/influence of the media in general, would also fit the lower part of
the band. A simple account of one sociological explanation of how audiences may
influence the content of the media, would merit the top half of the band.
7–11
A sound account of how audiences may exercise influence over the content of the
media would be worth up to 9 marks. To go higher within this band, there must also
be some reference to other factors that may influence the content of the media. No
explicit assessment of the view on which the question is based is necessary at this
level.
12–16
At this level, a good account of the role of audiences will be combined with a review
of some other factors that may influence the content of the media. There will also be
an assessment of the view on which the question is based. Lower in the band, the
assessment may take the form of a juxtaposition of different factors that may
influence the content of the media. A better answer will include an explicit
assessment of the importance of different factors and clear conclusions will be
drawn about whether or not audiences have the greatest influence over the media.
Attempts to distinguish between different types of media as part of the analysis may
be a further way in which sophistication can be demonstrated in answering the
question.
© Cambridge International Examinations 2014
Page 7
6
Mark Scheme
Cambridge International A Level – October/November 2014
Syllabus
9699
Paper
32
(a) Explain how the social identity of a person may be influenced by the media.
[9]
0–4
A few observations about the factors influencing social identity, without directly
linking to the media, would be worth 1 or 2 marks. A simple attempt to explain how
social identify might be influenced by the media, would merit a mark in the top half of
the band.
5–9
A basic account of how the social identity of a person may be influenced by the
media, would fit the lower part of the band. Answers at this level may lack reference
to relevant theorists, concepts or theories.
Higher in the band, the explanation will be more detailed and may include
references to appropriate concepts and/or theorists. Concepts such as deviancy
amplification, stereotypes, hegemony, and media representations, may feature in
high-quality responses.
(b) Assess the extent to which the media promote the democratic political process.
[16]
0–6
A few assertions about the extent of democracy in modern industrial societies, with
no direct links to the question, would fit the lower half of the band. A simple
explanation of one way in which the media may promote democracy, would merit
the top half of the band.
7–11
A simple account of some ways in which the media may promote and/or obstruct
democracy, would be worth up to 9 marks. Simple answers of this kind may be
somewhat list-like or lack some clarity and/or accuracy. Better answer would offer
more detail and/or cover a wider range of ways in which the media may promote
and/or obstruct the democratic political process. Ways in which the media may
promote democracy include: coverage of political events, publication of opinion
polls, interviews with politicians, editorial contributions to political debates, the media
acting as a pressure group or sponsoring campaigns for social change. There may
be little or no explicit attempt at assessment at this level.
12–16
At this level, there will be a good account of several ways in which the media may
promote the democratic political process. There will also be an assessment of the
extent to which the media promote democracy. Lower in the band, the assessment
may be confined to a simple juxtaposition of some arguments for and against the
idea that the media promotes democracy. To go higher, the assessment must
engage more directly with the issue of how far the media promotes democracy. This
might include useful references to relevant theoretical perspectives, such as the
debate between pluralists and Marxists. Good use might also be made of postmodernist contributions.
© Cambridge International Examinations 2014
Page 8
Mark Scheme
Cambridge International A Level – October/November 2014
Syllabus
9699
Paper
32
Section D: Religion
7
(a) Explain the social factors that lead to the growth of sects.
[9]
0–4
A few observations about the nature of religious organisations, with no direct links to
sects, would fit the lower half of the band. A simple account of one factor that might
lead to the growth of sects, would reach the top half of the band.
5–9
A sound account of one factor that may lead to the growth of sects, or a simple
outline of several relevant factors, would trigger the lower part of the band. To go
higher, the account must be more detailed and/or wider-ranging in the factors
covered. Factors that may be linked to the growth of sects include marginality,
relative deprivation, modernisation, secularisation, and ethnicity.
(b) ‘Science and rationalisation have undermined the power of religion in society’. Assess
this view.
[16]
0–6
A few observations about the nature or role of religion, without direct links to the
question, would fit the lower part of the band. An account of what is meant by
secularisation, with no further development, would merit a mark in the top half of the
band.
7–11
A basic account of the secularisation thesis, perhaps with some inaccuracy and lack
of detail, would trigger the lower part of the band. To go higher, there would need to
be a more detailed treatment of the secularisation debate. The discussion at this
level may be one-sided and lacking an explicit assessment of the view on which the
question is based.
12–16
Answers at this level will demonstrate a good understanding of the secularisation
debate, which will include direct links to the role of science and rationalisation as
factors that may have undermined the power of religion in society. There must also
be an assessment of the view on which the question is based. Lower in the band,
the assessment may consist of simply describing the different arguments for and
against the secularisation thesis. Better answers will engage more directly with the
role of science and rationalisation as factors impacting on the influence of religion in
society. High-quality answers may also show other elements of sophistication, such
as distinguishing between different types of secularisation (Casanova), or drawing
international comparisons about the degree of secularisation in different countries
(Martin, Davie, Bruce), or discussing the notion of religious revival (Kepel).
Post-modernist ideas may feature in answers that provide a good assessment.
© Cambridge International Examinations 2014
Page 9
8
Mark Scheme
Cambridge International A Level – October/November 2014
Syllabus
9699
Paper
32
(a) Explain why there are more men than women in positions of authority in most
religious organisations.
[9]
0–4
A few simple points about feminist views of gender inequality in general, with no
direct links to the question, would fit the lower part of the band. Some examples of
how women may be treated within a particular religion or religions, with no wider
discussion of explanations or theories, would trigger the top half of the band.
5–9
A basic general account of feminist ideas about religion and the treatment of
women, would merit a mark in the lower half of the band up to 7 marks. To go
higher, the answer will focus directly on explaining why there are more men than
women in positions of authority in most religious organisations. Content covered
might include, for example, references to Armstrong and female marginality in
organised religion, de Beauvoir on religion and patriarchy, El Saadawi on the
manipulation of religion by men, Wilson on veiling, Badawi on women in Islam.
(b) Assess the post-modernist contribution to understanding the role of religion in
society.
[16]
0–6
A few assertions about the influence of religion today, with little or no sociological
insight, would fit the lower part of the band. An account of a modernist theory of
religion (functionalist, Marxist, feminist), with no further development, would merit
the higher part of the band.
7–11
A basic account of one or two ideas associated with the post-modernist view of
religion could gain 7 or 8 marks. To go higher, the discussion must be more detailed
or a wider range of features of post-modernist thought will be covered.
12–16
Answers at this level will demonstrate a good understanding of the post-modernist
theory of religion. This is likely to include references to different strands of postmodernist theory and/or to different post-modernist writers on religion. The answer
will also include an assessment of the post-modernist theory of religion. Lower in the
band, the assessment is likely to be in the form of the juxtaposition of different
theories of religion. To go higher, the assessment must be explicit and direct,
highlighting the strengths and/or limitations of the post-modernist theory.
© Cambridge International Examinations 2014